Wing Yee Jenifer Ho
Biographic Data
| ID | 369509 |
|---|---|
| NAME | Wing Yee Jenifer Ho |
| GIVEN NAMES | Wing Yee Jenifer |
| FAMILY NAME | Ho |
| SIGNATURE | HO W Y J |
| AFFILIATIONS | City University of Hong Kong |
| ORCID | 0000-0002-9725-9494 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Translanguaging and multimodality in digital environments
Doing Digital Multimodal Composing with Generative Artificial Intelligence
The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing…
Projecting authenticity through nativeness
Many language teachers create short, engaging, and accessible English content on social media, accumulating large numbers of followers. Drawing on existing conceptualizations of authenticity and qualities of internet celebrities, this study presents a multimodal analysis of Instagram accounts of two microcelebrity British English language teachers, each with over a million followers. The findings reveal instances where teachers position themselve…
Discursive construction of online teacher identity and legitimacy in English language teaching
The paper investigates YouTube teachers’ identity construction within dominant language ideologies. Drawing on the constructs of language teacher professional identity, social media micro-celebrity persona, linguistic entrepreneurship, and raciolinguistic ideologies and online persona, the study analyses banner images, biographies, and semi-structured interviews of online teachers and provides a framework for understanding online teacher identity…
“By the way I want to give you some masks”
While the effectiveness of facemasks against COVID-19 has now become largely uncontroversial, at the beginning of the global pandemic, wearers of facemasks were often the target of sometimes racially tinged attacks. Wearing facemasks (or not) became not just a question of science, but evolved into a more complex issue of social identity, morality and global citizenship embedded within the “tribal thinking” of mask-wearers and non-mask-wearers. Th…
Navigating between ‘global’ and ‘local’
Watching flight safety videos is a mandatory component of global air travel. While previous studies have primarily focused on using experimental techniques to assess passengers’ information recall and strategies to increase passengers’ level of attention, little has been done on the transmodal design aspects of these videos which can open up new spaces for branding. This paper first discusses how this genre has transitioned from solely delivering…
Conceptual framework of translanguaging in mediated action
This paper develops a conceptual framework for translanguaging in mediated action, applying it to the analysis of how bilingual parenting is constructed on social media. Translanguaging, understood as situated and embodied meaning-making, has often been examined in educational contexts but less so in mediated environments. Here, the study extends the notion of translanguaging in action to digital spaces, where parents document and perform multili…
Performing interculturality as translocal digital food influencers
202507 bcwh
Representations of diversity, equity, and inclusion in airline safety videos
Airline safety videos are an interdiscursive corporate genre which blends safety and branding discourses. It is a site where corporate identities are constructed using a range of linguistic and multimodal resources. This article presents a critical multimodal genre analysis of how corporate values of diversity, equity and inclusion (DEI) are discursively represented in two airline safety videos created 11 years apart to map the diachronic changes…
Translanguaging in digital learning
Language learning through online platforms is becoming increasingly popular. The technological affordances of YouTube provide a translanguaging space for learners and teachers alike to bring their different identities, experiences and histories and create a coordinated performance (Li 2011 Li, W. 2011. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics…
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Digital mediation in ESP genres
This editorial introduces the virtual special issue on digital mediation in ESP genres, bringing together a number of studies presented at LSPPC6: the 6th International Conference of the Asia–Pacific LSP and Professional Communication Association, held in collaboration with the International Society for Gesture Studies - Hong Kong Hub and organized by the Department of English, City University of Hong Kong. The editorial examines: 1) theoretical …
The construction of translanguaging space through digital multimodal composing
Coming here you should speak Chinese’
YouTube is increasingly used as a platform for knowledge sharing and construction. It provides a space for micro-celebrities to interact with audience from different lingua-cultural backgrounds. Such interactions, provide opportunities for people to make aspects of identities (ir)relevant through doing interculturality. While studies on interculturality tended to focus on language, how multimodal resources are used to perform interculturality war…
Identity, lifestyle, and face-mask branding
The massive introduction of face-masks across the world after the outbreak of the COVID-19 pandemic has transformed how they are designed and branded. Instead of merely focusing on functional qualities, face-mask producers have started to draw upon symbolic values in their branding discourse. Against this background, the present study investigates how face-masks are branded in Hong Kong by analyzing the design, packaging and websites for face-mas…
I knew that you were there, so I was talking to you
As language learning has become increasingly globalised, mobile and online, instances of language learning of significant value cannot be obtained by using conventional means such as on-site observation or video recording in classrooms. In this article, I present a new approach to collecting data in the online language learning context with an aim to capture the multimodal and embodied nature of language learning. Screen-recording as a research t…
Assessing digital multimodal composing in second language writing
Doing expertise multilingually and multimodally in online English teaching videos
Developing Professional Communication
This article explores how online videos with a pedagogical focus can possibly make an impact on our current language teaching and learning practices. The affordance of videos to create multimodal content that can be shared with the public allows content creators to use a wide range of resources, such as spoken and written language, gestures, screen layout, etc., to create learning environments that can promote an awareness of a multimodal perspec…
Learn a language for free
Learn a language for free
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Doing expertise multilingually and multimodally in online English teaching videos
Coming here you should speak Chinese’
YouTube is increasingly used as a platform for knowledge sharing and construction. It provides a space for micro-celebrities to interact with audience from different lingua-cultural backgrounds. Such interactions, provide opportunities for people to make aspects of identities (ir)relevant through doing interculturality. While studies on interculturality tended to focus on language, how multimodal resources are used to perform interculturality war…
I knew that you were there, so I was talking to you
As language learning has become increasingly globalised, mobile and online, instances of language learning of significant value cannot be obtained by using conventional means such as on-site observation or video recording in classrooms. In this article, I present a new approach to collecting data in the online language learning context with an aim to capture the multimodal and embodied nature of language learning. Screen-recording as a research t…
Developing Professional Communication
This article explores how online videos with a pedagogical focus can possibly make an impact on our current language teaching and learning practices. The affordance of videos to create multimodal content that can be shared with the public allows content creators to use a wide range of resources, such as spoken and written language, gestures, screen layout, etc., to create learning environments that can promote an awareness of a multimodal perspec…
Learn a language for free
Developing Professional Communication
This article explores how online videos with a pedagogical focus can possibly make an impact on our current language teaching and learning practices. The affordance of videos to create multimodal content that can be shared with the public allows content creators to use a wide range of resources, such as spoken and written language, gestures, screen layout, etc., to create learning environments that can promote an awareness of a multimodal perspec…
Assessing digital multimodal composing in second language writing
Doing expertise multilingually and multimodally in online English teaching videos
Identity, lifestyle, and face-mask branding
The massive introduction of face-masks across the world after the outbreak of the COVID-19 pandemic has transformed how they are designed and branded. Instead of merely focusing on functional qualities, face-mask producers have started to draw upon symbolic values in their branding discourse. Against this background, the present study investigates how face-masks are branded in Hong Kong by analyzing the design, packaging and websites for face-mas…
I knew that you were there, so I was talking to you
As language learning has become increasingly globalised, mobile and online, instances of language learning of significant value cannot be obtained by using conventional means such as on-site observation or video recording in classrooms. In this article, I present a new approach to collecting data in the online language learning context with an aim to capture the multimodal and embodied nature of language learning. Screen-recording as a research t…
The construction of translanguaging space through digital multimodal composing
Coming here you should speak Chinese’
YouTube is increasingly used as a platform for knowledge sharing and construction. It provides a space for micro-celebrities to interact with audience from different lingua-cultural backgrounds. Such interactions, provide opportunities for people to make aspects of identities (ir)relevant through doing interculturality. While studies on interculturality tended to focus on language, how multimodal resources are used to perform interculturality war…
Digital mediation in ESP genres
This editorial introduces the virtual special issue on digital mediation in ESP genres, bringing together a number of studies presented at LSPPC6: the 6th International Conference of the Asia–Pacific LSP and Professional Communication Association, held in collaboration with the International Society for Gesture Studies - Hong Kong Hub and organized by the Department of English, City University of Hong Kong. The editorial examines: 1) theoretical …
Translanguaging in digital learning
Language learning through online platforms is becoming increasingly popular. The technological affordances of YouTube provide a translanguaging space for learners and teachers alike to bring their different identities, experiences and histories and create a coordinated performance (Li 2011 Li, W. 2011. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics…
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Discursive construction of online teacher identity and legitimacy in English language teaching
The paper investigates YouTube teachers’ identity construction within dominant language ideologies. Drawing on the constructs of language teacher professional identity, social media micro-celebrity persona, linguistic entrepreneurship, and raciolinguistic ideologies and online persona, the study analyses banner images, biographies, and semi-structured interviews of online teachers and provides a framework for understanding online teacher identity…
“By the way I want to give you some masks”
While the effectiveness of facemasks against COVID-19 has now become largely uncontroversial, at the beginning of the global pandemic, wearers of facemasks were often the target of sometimes racially tinged attacks. Wearing facemasks (or not) became not just a question of science, but evolved into a more complex issue of social identity, morality and global citizenship embedded within the “tribal thinking” of mask-wearers and non-mask-wearers. Th…
Navigating between ‘global’ and ‘local’
Watching flight safety videos is a mandatory component of global air travel. While previous studies have primarily focused on using experimental techniques to assess passengers’ information recall and strategies to increase passengers’ level of attention, little has been done on the transmodal design aspects of these videos which can open up new spaces for branding. This paper first discusses how this genre has transitioned from solely delivering…
Conceptual framework of translanguaging in mediated action
This paper develops a conceptual framework for translanguaging in mediated action, applying it to the analysis of how bilingual parenting is constructed on social media. Translanguaging, understood as situated and embodied meaning-making, has often been examined in educational contexts but less so in mediated environments. Here, the study extends the notion of translanguaging in action to digital spaces, where parents document and perform multili…
Performing interculturality as translocal digital food influencers
202507 bcwh
Representations of diversity, equity, and inclusion in airline safety videos
Airline safety videos are an interdiscursive corporate genre which blends safety and branding discourses. It is a site where corporate identities are constructed using a range of linguistic and multimodal resources. This article presents a critical multimodal genre analysis of how corporate values of diversity, equity and inclusion (DEI) are discursively represented in two airline safety videos created 11 years apart to map the diachronic changes…
Translanguaging and multimodality in digital environments
Doing Digital Multimodal Composing with Generative Artificial Intelligence
The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing…
Projecting authenticity through nativeness
Many language teachers create short, engaging, and accessible English content on social media, accumulating large numbers of followers. Drawing on existing conceptualizations of authenticity and qualities of internet celebrities, this study presents a multimodal analysis of Instagram accounts of two microcelebrity British English language teachers, each with over a million followers. The findings reveal instances where teachers position themselve…
Sociology (11 works) · Computer Science (10 works) · Second Language Learning and Teaching (10 works) · Discourse Analysis in Language Studies (9 works) · Pedagogy (9 works) · Psychology (9 works) · Linguistics (8 works) · Multilingual Education and Policy (8 works) · Multimodality (7 works) · EFL/ESL Teaching and Learning (6 works)